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- Education research
- Evaluation and survey design
- Survey research and data collection
- Teacher and Principal Effectiveness
- Training and Re-employment
- Youth Employment
- Family Support
- Human Services
Amy Johnson is an expert in evaluation and survey design, specializing in issues related to at-risk youth and education policy and practice.
Johnson has substantial experience as a project leader and has been conducting or overseeing public policy research for more than 30 years. She directs a national study of the implementation of the Individuals with Disabilities Education Act for the U.S. Department of Education and is a key member of the Regional Educational Laboratory Mid-Atlantic team. She also oversees a project for the U.S. Department of Labor to continue to build the evidence base around behavioral interventions for labor-related programs. She has played a major role on impact studies of teacher induction and abstinence education programs, qualitative studies of programs supporting welfare recipients, implementation analyses of child-support policies, and technical assistance provisions for programs supporting unwed couples with children.
As a former senior vice president at Mathematica, Johnson developed considerable skill building teams and developing budgets and timelines to meet clients’ needs. She is also experienced in integrating staff from multiple organizations to address clients’ research questions effectively, writing accessible reports, and delivering clear presentations. She provides quality assurance reviews for many projects.
Before joining Mathematica in 1997, she held positions at the Institute for Research on Higher Education. She is a member of the American Association for Public Opinion Research, the American Educational Research Association, and the Association for Public Policy Analysis and Management. She serves as a referee for peer-reviewed journals and has presented widely to policy and practitioner audiences. She has a Ph.D. in education from the University of Pennsylvania.
Supporting New Teachers: Evaluating Teacher Induction Models
This five-year rigorous evaluation of the impact of teacher induction programs focused on two high-intensity teacher induction models and involved 1,009 teachers in 418 elementary schools in 17 medium and large urban school districts in 13 states.
Evaluation of Abstinence Education Programs
Mathematica was commissioned to conduct a congressionally mandated evaluation of the effectiveness of abstinence education programs. Programs receiving these funds taught abstinence from sexual activity outside of marriage as the expected standard for school-age children and could not endorse or promote...
Using Behavioral Science to Improve Survey Response: New Brief Focuses on an Experiment with the National Beneficiary Survey that Boosted Call-In Rates by 50 Percent
Much of the data on which policy and program decisions are based come from stakeholder surveys.
Mathematica's Abstinence Evaluation: Responding to a Changing Policy Climate
In 1996, Congress authorized $50 million annually for five years to states for abstinence education programs. Beginning in 2005, an additional $13 million was allocated to grantees providing abstinence education. Programs receiving these funds taught abstinence from sexual activity outside of marriage...
Building the Knowledge Base on Teacher Preparation and Effectiveness
Mathematica designed and conducted three large-scale studies on the relationship between teacher preparation and effectiveness, using the most rigorous approach possible—random assignment of students to teachers from different kinds of programs—and compared student test scores to gauge teacher effectiveness.